Higher order thinking Puns

What kind of evolutionary pressures would force something already quite intelligent (ex. Octopus, Dolphin, Parrot) to develop something close to human intelligence, and if impossible for a certain kind of creature (ex. Marsupials) why?

My Cell Bio instructor says 20% of the grade is on how well students show higher-order thinking. I've seen Bloom's taxonomy and got an A in Critical Thinking, but believe I did poorly on a recent exam. Much of the exam covered material the class had not, so the goal was apparently for students to infer, but in some cases I was unsure how. What should I do to prepare to encounter this on future exams?

Last year I decided to go up from 1080p to 4k and bought this monitor for gaming https://www.newegg.com/Product/Product.aspx?Item=N82E16824160278

It looked great but it feels like most of the time I'm either going down to 2k or 1080 for whatever reason (I have a 4 monitor setup and this is the only one with 4k), and I'm thinking that I'd probably get more enjoyment from a higher refresh rates.

I have a fast computer and was thinking I wanna dive into that 240hz level. Is it worth it? I would be selling my 4k to make up for some of the cost. Any recommendations?

My school just recently had quality review and we did pretty badly on section 3b of the Danielson Rubric. For those unfamiliar, this section says:

Description >The teacher uses a variety or series of questions or prompts to challenge students cognitively, advance high-level thinking and discourse, and promote metacognition. Students formulate many questions, initiate topics, challenge one another’s thinking, and make unsolicited contributions. Students themselves ensure that all voices are heard in the discussion.

Critical Attributes > * Students initiate higher-order questions.

• The teacher builds on and uses student responses to questions in order to deepen student understanding.
• Students extend the discussion, enriching it.
• Students invite comments from their classmates during a discussion and challenge one another’s thinking.
• Virtually all students are engaged in the discussion

Possible Examples >* A student asks, “How many ways are there to get this answer?”

• A student says to a classmate, “I don’t think I agree with you on this, because…”
• A student asks of other students, “Does anyone have another idea how we might figure this out?”
• A student asks, “What if…?”
• And others…

In my opinion some of this seems at odds with the middle school mindset, but Ms. Danielson obviously disagrees. I've been able to make these idealized discussions happen on a somewhat consistent basis by making the initiation of higher-order questions the objective of the lesson, rather than a means of achieving a separate objective...which means that students will not do as well if they do not initiate said questions, all of which feels really forced and disingenuous to me.

How have people on this sub conquered this issue?

My school's new initiative for next year is to explicitly teaching kids thinking/problem solving/higher order thinking skills. Does anyone have any good ideas or resources for teaching these skills? Thanks!

Fire Newts:

Fire Newts are interesting creatures, ranging in size from that of a crocodile and that of an airplane, and they resemble newts or salamanders. They can control and manipulate fire they have claws and many have additional helpful abilities depending on the species. Examples of these abilities include wall crawling, a prehensile tongue and the ability to secrete poison. Their appearance can vary wildly but the most common and most recognisable pattern is that of a fire salamander, black with yellow spots. They are some of the most famous dragons and one of the most famous members is Koshki the Buttonbeast, who has guarded the city of Vinrac for centuries.

Lung:

Lung are the classic image of Chinese Dragons, gigantic horned, clawed and fanged snakes with two hindlegs and two forelegs. They can fly, though they do not have wings, so how exactly this is done is unknown to scholars, magical and biological alike. Their sizes can vary wildly, with the biggest being the size of trains. Their powers can also vary but most can disguise themselves as people or manipulate the weather to some extent. Most Lung are selfless and benevolent creatures, but when one is cruel or is seeking revenge they are a highly dangerous prospect, as some lung could probably destroy cities. They are also heat proof, their body is prehensile and their scales are tougher than steel, all together rendering them dangerous and powerful creatures. One of the most grievous offences in most countries and cultures is Lungsmiting and in some areas it can result in the activation of the Vermin Laws upon a person.

Wyverns:

Wyverns are large reptiles with two hindlegs and two wings instead of forelegs. They also have claws and fangs as well as a barbed tail. Their tails can whip but not construct while their tongues are fully prehensile. They walk like a bat and are skilled climbers, often doing it instead of flying, which they find exhausting. Wyverns are typically about as long as buses but are much taller, bulkier and heavier. They also have freezing breath. In modern times, their population has gradually decreased due to expanding urbanisation as has their intelligence, for unknown reasons. Due to this, as well as the newfound formidability of Zaratan, many scholars are suggesting that Wyverns are replaced by them as higher dragons. There are a subspecies known as Sea Wyverns, who have gigantic fish tail instead of the rear end of a dragon. The wings are also more finlike and th

I feel like the most likely answer to this is “we don’t know, peasants couldn’t read or write” but if anyone could offer insights that would be appreciated. Would a kid working the land for a lord see the lords children as spoiled and “soft”? Would a peasant complain about how the lord has never worked hard a day in his life? Would they poke fun at clergymen for probably not even knowing how to use a plow properly? Did peasants have any form of class consciousness where they felt that they were getting screwed over by this whole system? How did religion play into all this in terms of how peasants viewed the social hierarchy they were a part of?

Title.

Thanks for your help

Ive always struggled with this.

It’s like I can’t always be looking into someone’s eyes when speaking or being spoken to because I can’t think while looking in someone’s eyes. I’m too focused on seeing rather then thinking, that like I can’t do it. If I’m focused on their eyes, I can’t really think. It’s like my eyes go in ‘neutral mode’ and ‘doze off’ while my brain is thinking of a verbal response.

Maybe I’m just adeep thinker, maybe it’s a part of my social anxiety, but I just can’t not look off to the side when I’m thinking about a response/thinking about what they said.

Anyone else? (Hope this makes sense, I’m bad at explaining things)

Second chances people...

“It should’ve been me Austin! It should’ve been me the whole time!!!”

EDIT: I don’t think some folks know the story.

Very naive, I know. But there is no tax on having dreams.

EDIT:

As gullible as we Indians are, we will always be promising some non-existent entity: "Master, if you fulfill <T> dream of mine and I will donate/spend/offer something worth <X> rupees at your <abc> institution."

Lets replace income tax with the tax on people's religious offerings and donations.

Recommendations on which to play first? Have played through sekiro multiple times and like having a challenge.